The Importance of Music Education

From an educator’s point of view, why is it important for students to participate in a

music education program? What benefits arise from music education for both the teacher and
the student? These questions are the basis for my philosophy of music education and why I
value its curriculum to improve the quality of learning and growth of each student, thus
providing happy, positive experiences in the music classroom and throughout their life.
Music education provides many benefits to children and teens. With the increases stresses that
surround our students, music in schools can act as an escape and increase their quality of life
and their future.
What is music? This is a question that can have a variety of answers. Music has many
elements such as melody, rhythm, theory, harmony, tempo, dynamics, timbre, and so on. To put
it simply, the composer, Edgard Varese has famously defined music as, “Music is organized
sound” (Levitin, 2007, p. 14).
When combining these organized sounds, music can create different emotions within us.
It can make us feel happy, sad, excited, relaxed, inspired, and motivated. It can even make us
want to sing and get up and dance. Music can also ignite a memory, take us back in time, or
relate to historical and current events. Music in its many varieties and genres can be religious,
secular, political, cultural, and social. Music has the ability to comfort and tell a story, with or
without using words. Music is both powerful and enjoyable, and as we listen and appreciate to
the music around us, it becomes an important component in learning music. However, having the
opportunity to engage, enjoy, and be taught, the core principles of music can have many lasting
benefits, especially learning at a young age. This is why children should have the chance to study
music, because most children have both interest and ability in learning music (Colwell and
Davidson, 1996). Who should learn music then? Everyone should have the opportunity to learn
about music both in elementary and secondary levels.
What is the value and importance of music and why should students learn music in
schools? The Alberta Music Elementary Curriculum is extremely valuable and contains a high
standard of principles and philosophies and for this reason, music education should not be cut
from the school curriculum. The curriculum states that “musical skills and knowledge and
perception is fundamental to the development of the child” (Alberta Education, 1989). It goes on
to say that “Music education should begin at an early age and should continue to encourage
creative expression through performance, listening, and composition. As students become
sensitive to the expressive elements of music, they develop insight into human feelings” (Alberta
Education, 1989). As the music teacher implements an “enjoyment of music, awareness and
appreciation of a variety of music, including music of the many cultures represented in Canada,
insights into music through meaningful musical activities, self-expression, and creativity, and
music skills and knowledge” (Alberta Education, 1989). The specific learning expectations are
also valuable within the music program and broken down into five concepts: rhythm, melody,
harmony, form, expression. Skills are taught through participation of the students in six areas:
singing, playing instruments, listening, movement, reading and writing and creating music. The
curriculum’ main purpose is to instill “a lasting delight in music” and “if there is not enjoyment
in the music program, all the other values will be lost” (Alberta Education, 1989). This is why
teachers who are passionate about music should be the ones teaching it. They can inspire and
ignite an interest in music. The Kodaly and Orff methods are excellent means in delivering
musical content to elementary students, making earning both engaging and meaningful.
Both the teacher and the Alberta Education curriculum can and should give children
positive experiences, and a balanced music education can be taught at a low cost, with
virtually no cost for families. The benefits of early music education “have been shown to
improve literacy, fine motor skills, and spatial reasoning. There is also a strong correlation
between music and reading, leading to early success in school” (Howe, 2000, p. 123). Music
education can also provide students with higher metacognition, or higher-level thinking process
in developing cognitive patterns and problem solving. “Music education is such a vital role in
child development, it will be benefiting students in other subjects and throughout their life”
(Howe, 2018, p. 120). In short, music education develops the whole child, emotionally,
physically, and intellectually (Brooks, Kovavs, and Trotter, 1983).
After conducting a study of the benefits of music education, Howe concludes that “The
benefits of music education are many. This study adds to a growing body of evidence that
articulates the importance of fine arts education” (Howe, 2018, p. 120). He compiled a chart with
the findings of these benefits and divided it into three categories of personal, social, and life
skills. First, in the personal category, he noted that students achieved traits of accomplishment,
companionship, empathy, enjoyment, overcoming fears, positive feelings, pride, resilience, and
self-confidence. Second, in the social component, students developed attributes of being helpful,
building character, communication, cooperation, inclusivity, making friends, social development,
teamwork, and working with others with differing abilities. Third, in the life skills category,
students attained achievement, creativity, coordination, discipline, leadership, organization,
performance, responsibility, and self-expression (Howe, 2018, p.120). This is an impressive list
of skills and attributes that are attained simply from a child receiving a musical education.
Think of the implications on a student, who might not have the opportunity to develop the
personal, social, life, and cognitive benefits that learning music can provide, just because the
music program got cut from the public schools. These implications are even greater if students
also do not have the opportunity to learn music privately in the community.
Some children have the privilege to study music independently through private lessons,
but sadly, most do not. This sort of extra-curricular activity is usually directed to middle-to-upper
class families. Socio economic status has been shown to play a critical role in the success of
students (Howe, 2018, p.125). Not only are private lessons expensive, but they require an
instrument to practice at home and time for the parent(s) to drive to and from lessons.
Unfortunately, private lessons are not an opportunity for everyone, and this is also true for
children already involved with other curricular activities and do not have the time to devote to
learning an instrument. When music is offered at public schools, this will give all students an
equal opportunity to learn and develop music skills at no or very little cost. This is a crucial
reason of why music needs to be part of the school curriculum. The differences in social class are
a reality and an influence students’ ability to register and continue in school programs, such as
music education.
Santiago is a middle school band student, and he comes from a lower socioeconomic
background. Although Santiago really enjoyed music, he did not have the elementary music
experiences to play an instrument like some of the other students and was therefore behind when
he entered the band program in middle school. Due to his mother’s lower income, Santiago
qualified for a reduced rate school instrument loan program, that the school division offered,
where his band teacher offered him a beginner-model trumpet with only some minor dents.
 
Santiago’s band teacher also drove him to every concert, festival, and trip that was required, as

this student did not have a ride, due to his mother working two shifts. She also did not feel at

ease having another parent assisting with the driving. Santiago had requested to drop the band

program in the fall, because of a $75 fee for the spring festival trip that his mother could not pay.

His band teacher reminded him that the fees for the trip were covered completely through an

‘anonymous fund’. This student was able to participate and therefore registered in the band

program.  What Santiago did not know, was that this “fund” was the band teacher, who paid for

entire fees.

This middle-school band teacher went up and beyond to provide these positive

experiences and opportunities for a student who would otherwise not have the means to

participate due to financial strains. This student will reap the benefits of music education for

years to come. As teachers, it is important to contextually understand and provide support, if

possible, when we see specific needs in our students. A teacher may never know what the

possible outcomes will be for their students and the lifelong influence a teacher can be in their

life for good (Hoffman, 2013, pp.64-65).

Why should music be taught in schools? Music classes engage most students and produce

more positive interests, behaviors, and even greater attendance at school. The article states that,

“Almost all students from the advantaged to the at-risk find school more attractive if a part of

school time is directed to elective musical experiences” (Colwell and Davidson,1996, p. 59). In
fact, research has found at the Harvard Project Zero, that arts activities for students held on

Fridays and Mondays had reduced absences on those days. Further, reduced absences due to

interest and attendance in music classes, means that students will not be absent for other

important subjects, such as math, science, and language arts on those days. It could also

decrease boredom, and increase positive peer interaction, resulting in reduced dropout rates and

violent occurrences. (Colwell and Davidson, 2013). Music education can really be life changing

for the better.

I strongly believe that it is important to recognize those who are struggling and provide
the necessary support or adjustments they may need. Some students may struggle in different

areas and as an educator, I want my students to feel a sense of accomplishment and joy when

they conclude my music lessons. Zoltan Kodaly is a music education expert, and I will add my
conviction to his words: “With music, one’s whole future life is brightened. This is such a
treasure in life that it helps us over many troubles and difficulties. Music is nourishment, a
comforting elixir. Music multiplies all that is beautiful and of value in life” (Kodaly).
Like the critical theorists who believe that all students should be given opportunities
despite their struggles, I too take heart as a teacher, to see the potential and worth in students
and make a lasting difference in their lives and in their educational experiences and pursuits.
Music has the power to life and inspire us. Teaching music is my passion, like a favourite past-
time and I hope to instill a love of music within my students. I had an inspirational music teacher
do that for me.
As a shy grade one student, my music teacher’s kindness, and faith in me, led me to have
the courage to sing an audition, in front of my class for a school concert. I got the singing part
and it was a positive, life changing experience that I will never forget. "Often a single
experience will open the young soul to music for a whole lifetime" (Kodaly). This is why
there is no limit on when a music education should be complete. My grade one music teacher,
along with other teachers in my life, have influenced me to pursue my education, even later in
my life, and now I have the desire to teach music and be an inspiration to others. What is music
education? It is an art, and like any art, with the proper tools and practice, it can have the power
to make a difference in one’s life and shape the most beautiful creation, instilling a love of music
in the minds and hearts of students. Cheryl Lavender said it best, “The fact that children can
make beautiful music is less significant than the fact that music can make beautiful children”
(Lavender).
 Philosophy Presentation Rubric

Score: Criteria:

 Demonstrate careful research by citing the ideas of at least 4 well-known writers/thinkers

A+ on the topic of philosophy of music education (relevant to your discussion), along with a
critical examination, discussion, and/or analysis of these ideas to support your position.
 APA in-text citation and reference section are a must!
 Reflect careful and logical thought in your position statements.

Include statements that address the following questions within the body of your Presentation:

 What is music? What is its purpose(s), value, and importance? (Perhaps consider these
questions in the light of different cultural and historical contexts, including contemporary
North America.)
 Why should music be taught in the schools?
 Who should receive a musical education?
 Who should teach music?
 What should be taught in the music curriculum?
 When should a child’s musical education begin/end?
 How should music be taught? (Methodologies, streams [instrumental, choral, elementary,
general, rock, jazz, etc.)
 What are the implications of cutting music programs?
(Note: Your responses to the questions listed above will comprise the main body of your
Presentation)

 Rationales for music education are valid and informed by reliable research.

Writing style The finished product is:

and formatting  Submitted as a Word doc only
checklist  No more than 1000 words, +/- 10%
 Double spaced, 12-point font, Times New Roman
PASS  Free of all spelling and grammatical errors and is clearly and logically written
(just the odd  Cites all sources using parenthetical citations following APA format
thing)  Includes a Reference List using a standard APA format
Comments:
Lisa, this was incredibly well done. You’ve touched on all the main questions, used very credible sources, and you
write in a very beautiful way. You get your academic point across very well, but I always hear your voice in it and that
personalized aspect is what makes it all the more powerful.

Well done! It was great having you back this year and I look forward to you completing next year as passionate music
teachers, especially in elementary, are so badly needed.

Great job!
 References
Alberta Education (1989). Elementary music. Edmonton, Alberta: Alberta Education. Retrieved
from https://education.alberta.ca/media/482116/elemusic.pdf

Colwell, R., & Davidson, L. (1996). Musical intelligence and the benefits of music
education. National Association of Secondary School Principals. NASSP
Bulletin,  80(583), 55. Retrieved from
https://www.proquest.com/scholarly-journals/musical-intelligence-benefits-music-
education/docview/216037892/se-2?accountid=12063
Hoffman, A. R. (2013). Compelling Questions about Music, Education, and Socioeconomic
Status. Music Educators Journal, 100(1), 63–68. http://www.jstor.org/stable/43288772

Howe, E. (2022;2021;). Music unites us: A teacher educator and teacher candidate comparative
ethnographic narrative inquiry into the benefits of music education. Journal of Education
for Teaching : JET,  48(1), 115-128. https://doi.org/10.1080/02607476.2021.1960152

Kodaly, Z. (n.d.). With music, one's whole future life is brightened. This is such a treasure in life
that it helps us over many tr...: Cycle of grief, Future life, how are you feeling. Retrieved
December 10, 2020, from https://www.pinterest.ca/pin/723179652644022785/

Kodaly, Z. Retrieved April 4, 2022, from https://www.azquotes.com/author/41013-

Zoltan_Kodaly

Lavender, C. (n.d.). Pin by Kindermusik® International on Quotes we love!: Music education

quotes, Music education, Elementary music classroom. Retrieved December 10, 2020,
from https://www.pinterest.ca/pin/187321665722165357/

Levitin, D. J. (2007). This is your brain on music: Understanding a human obsession. Penguin
Books.

Penny Louise Brooks, Betty Anne Kovacs and Mary Martin Trotter, Musicanada 4. Teacher’s
Guide (Toronto: Holt, Rinehart and Winston, 1983).

Sanghyo Park, J. (n.d.). Post Modern Perspectives: What it means to teach from a Post Modern
Perspective [Abstract]. LinkedIn.
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